Improving Writing Competence Of Higher-Class Students Through The TBLT Approach: Teachers’ Experiences Of TBLT In Teaching Writing Globally And In The Uzbek Context

Abstract

This study explores the potential of Task-Based Language Teaching (TBLT) to enhance higher-class students’ writing competence and examines teachers’ experiences in applying TBLT globally and within the Uzbek educational context. Although TBLT has been widely recognized for promoting communicative competence and learner autonomy, its implementation in secondary EFL writing classes remains inconsistent. The research employs a qualitative and quantitative mixed-method approach involving two groups of 10th and 11th-grade students and four English teachers in Uzbekistan. Data were collected through pre- and post-writing assessments, classroom observations, teacher interviews, and student reflections. Findings reveal that teachers familiar with task-based instruction observe improvements in students’ lexical variety, syntactic accuracy, and content organization. However, challenges such as limited training, exam-oriented systems, and large class sizes constrain full adoption. The study concludes that integrating TBLT principles into writing instruction develops both linguistic and cognitive competence, fostering learner engagement and critical thinking. Recommendations include sustained teacher development, curriculum alignment, and gradual integration of communicative, authentic writing tasks into secondary EFL classrooms.